5E Lesson Plan

Casey Athearn
University of West Alabama
November 19, 2020

Social Studies/ Geographical and Historical Studies/ Third grade

Standards:
State Standard: 3) Describe ways the environment is affected by humans in Alabama and the world.
[SS2010] GHS (3) 3

ISTE Standards:
1.b. Build networks and customize their learning environments in ways that support the learning process.
2.b. Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or
when using networked devices
3.a. Plan and employ effective research strategies to locate information and other resources for their intellectual or
creative pursuits.
6. a. Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
6. b. Create original works or responsibly repurpose or remix digital resources into new creations.
6.c. Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models or simulations.
6.d. Publish or present content that customizes the message and medium for their intended audiences.
7.b. Use collaborative technologies to work with others, including peers, experts or community members, to examine
issues and problems from multiple viewpoints.
7.c. Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a
common goal.

Objectives:

I can describe ways environment is affected by humans in Alabama and the world.
I can explain ways crop rotation, clearing of forests, and replacement of cleared lands and other human activities has
affected the environment of Alabama and the world.
Differentiation Strategies: How will the lesson address the various learning styles of the students and the needs of those
with special needs?
I will have a video to show students in a large group. The students will work with peers to discuss the lesson.

Grouping: Students will initially receive instruction as a whole class. Then, they will be asked to work individually at their
desks. There will be instructions on the board located at the front of the room. A quizizz will be completed afterwards.
Students who need more review of material before moving on will be provided one-on-one instruction.
ENGAGEMENT:

Activity #1: Video

The class, as a whole, can watch this video to use technology as they review. The link to this activity is shown on the
Weebly page.

FORMATIVE ASSESSMENT:

Students are asked questions relative to the topic before and after the lesson to assist with knowing how much of the
information they understand.

EXPLORATION:

Activity #1:
Students will work individually on this project. The students may use their iPad to conduct research in a safe
manner.

EXPLANATION:
A video will be shown to elaborate on the topic.

ELABORATION:
Activity #2: Google Slides
Students need to know ways humans can help the environment. The students will create a Google slide and insert
text and photographs demonstrating their knowledge about the topic.
EVALUATION:
<a href='https://www.rcampus.com/rubricshowc.cfm?code=T2XC97X&sp=yes'>rubric:
Humans_helping_the_environment</a>

5E Lesson Plans
Casey Athearn
University of West Alabama
November 19, 2020
 Science/ Earth’s Systems/ Third grade

Standards:
State Standard: 14) Collect information from a variety of sources to describe climates in different regions of the world
[SCI.3.14]

ISTE Standards:
1. c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a
variety of ways.
2.b. Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or
when using networked devices.
5.b. Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to
facilitate problem-solving and decision-making.
6. a. Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication
6. b. Create original works or responsibly repurpose or remix digital resources into new creations.

Objectives:

SCI.3.14.1: I can use different resources (e.g., online media, newspapers) to identify weather and climates in various
geographic locations.
SCI.3.14.2: I can identify diverse climate regions of the world.
SCI.3.14.3: I can identify sources of information on climates of the world.
Differentiation Strategies:
I will have a video to show students in a large group. The students will work with peers to discuss the lesson.

Grouping: Students will initially receive instruction as a whole class. Then, they will be divided into small groups. There
will be instructions on the board located at the front of the room. A quizizz will be completed afterwards. Students who
need more review of material before moving on will be provided one-on-one instruction.

ENGAGEMENT:

Activity #1: Video

The class, as a whole, can watch this video to use technology as they review. The link to this activity is shown on the
Weebly page.

FORMATIVE ASSESSMENT:
 Students are asked questions relative to the topic before and after the lesson to assist with knowing how much of the
information they understand.

EXPLORATION:

Activity #1:
Students will work in small, assigned groups on this project. The students may use their iPad to conduct research in a saf
manner.

EXPLANATION:
A video will be shown to elaborate on the topic.

ELABORATION:
Activity #2: Google Slides
Students need to know what the different biomes are. They should identify information to do with the climate and
animals living in each biome. The students will work as a group to create a Google slide and insert text demonstrating
their knowledge about the topic.
EVALUATION:
<a href='https://www.rcampus.com/rubricshowc.cfm?code=V2XC96C&sp=yes'>rubric: Biomes</a>